Scientific Initiation for the (Re)Signification of Science and the (Re)Recognition of Those Who Produce It

Abstract

This article aims to analyze the contributions of the Scientific Vocational Program (Provoc), developed at Fiocruz Minas, to the re-signification of science and the profile of those who produce it, through the inclusion of public high school students in real research environments. This is a qualitative study conducted in the field of Collective Health, involving Provoc alumni from 1998 to 2019. The research was carried out in three stages: documentary survey of alumni, application of a questionnaire to 69 participants, and semi-structured interviews with a convenience sample of 13 alumni. Descriptive and interpretative data analysis made it possible to identify perceptions related to the construction of the social imaginary of the scientist, the collective nature of scientific production, and the understanding of time as a constitutive dimension of scientific practice. The results indicate that participation in Provoc contributed to demystifying the image of the scientist as an isolated, male, and exceptional figure, promoting a more plural, collaborative, and socially committed view of science. However, challenges related to racial equity are evident, given the predominance of white participants, pointing to the need for affirmative actions in the Program’s selection process. It is concluded that Provoc constitutes an important strategy for the democratization of scientific knowledge in basic education, with the potential to foster critical thinking, social inclusion, and the strengthening of civic education.